Answers are grounded in this paper and cite their sources.
Academic debates over the theoretical base of China's curriculum reform reflect a paradigmatic war between two traditions, curriculum studies and Padägogik. This article attempts to reconcile the two traditions by advancing a way of looking at the relationship between curriculum studies and Padägogik as well as the two concepts "curriculum" and "pedagogy." The implications of curricular and pedagogical theorizing for China's curriculum reform are discussed.
No takes yet. Share an insight, caveat, or question.
Zongyi Deng (2011) studied this question.
Synapse has enriched 10 related papers. Consider them for comparative context: